Beyond The Game: Restorative Practices in Athletics and Physical Education

Learning Together at the VPA Athletic Directors' Session

By Jessica Villeneuve

Athletics and Physical Education (PE) may not seem like obvious places for restorative practices, but PE teachers and coaches have been at the forefront of some of the most innovative restorative work happening in Vermont schools. Through their daily focus on teamwork, accountability, and relationship-building, they have created meaningful opportunities to integrate restorative practices into athletics and physical education.

Jessica Villeneuve and Lisa Bedinger presented at the Vermont Principals' Association's Athletic Directors' session in March, 2026 and did something a little different. Instead of giving a traditional presentation, we shared short, real-life stories from our work supporting schools’ athletics and physical education.

We shared six experiences, including when harm across schools at athletic events was handled well and not so well, locker room conversations that crossed the line, challenges with a girls' soccer team, and an incident of racial harm involving a parent and a PE teacher. We shared how schools implemented restorative approaches in nuanced ways; how something as simple as intentional PE teacher huddles can make a real difference; and one school who built a collaborative problem-solving team by combining student athletes with students from the Queer Pride group.

These stories don’t point fingers when things go wrong. They are reminders that every school is navigating challenges. No one wants their school to be associated with an incident of harm, but the truth is that situations like these are likely happening in many, if not most, schools across Vermont. The question is not whether something difficult will happen. It is how we respond and attend to harm when it does occur.

Some of the richest conversations have come from reflecting on what worked, what we would do differently, and how school leaders can support coaches, athletes, and their communities through tough moments. When we approach these situations with honesty, curiosity, and a commitment to doing better, they become opportunities for growth instead of moments we would rather forget in our careers.

We are grateful to the educational leaders, athletic directors, and educators who engaged in these conversations with us with openness and a willingness to learn. This collaborative work, and the conversations they sparked, are what help us build stronger, more inclusive school communities.